Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning

• Main Author: Behnan, Ansam
• Format: Others
• Language: Swedish
• Published: Stockholms universitet, Institutionen för pedagogik och didaktik 2018
• Subjects: Formative assessment; summative assessment; feedback and the five key strategies for formative assessment.; Didactics; Didaktik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683

The study focuses on assessment and specifically the formative part, therefore the purpose of this study is to examine how some primary school teachers perceive formative assessment. Building blocks for my study are three research questions that contribute to studying the phenomenon from different aspects. Formative assessment has become a familiar subject that gets incorporated more and more in the schools therefore it is necessary to study how teachers perceive the difference between the formative and the summative part of the assessment. I use a sociocultural perspective in my study. I choose to examine the teacher’s perception on the subject by carrying out focus group interviews that gets summarized with a group of teacher’s that conversed about a specific subject which in my case was assessment. I have carried out two group interviews, thereafter analysed the collected data through a couple of main categories as well as some part categories on subject of assessment. The results of the study showed that teacher’s perceives formative assessment in different ways, though they join each other in expressing that formative assessment benefits teaching. They explain their thoughts through describing their ways of using formative assessment. It also showed that they deliberately work with the formative part of assessment because they explain the purpose with each activity they carry out.